Discuss how the theories and concepts presented in the reading below on program evaluation merge with other skill sets , and consider how they can be used to best advantage in your upcoming strategic plan by comparing and contrasting your experiences.
Discuss how the theories and concepts presented in the reading below on program evaluation merge with other skill sets , and consider how they can be used to best advantage in your upcoming strategic plan by comparing and contrasting your experiences.
ProgramEvaluation.docx
Program Evaluation: Experiences
Michelle Ellis, MA
For the last three years I have been involved in testing all English Language Learners. It is a state mandate that anyone whose language is other than English must receive a test called the CELA Placement Test and if they pass that test, wonderful, they just go about their day and go about their lives taking the mainstream curriculum.
Students who score less than perfect, less than 33 out of 33 on this Colorado English Language Assessment Placement Test are what is known as either Non-English Proficient or NEP or Limited English proficient or LEP. And a LEP student would perhaps be in an intermediate class or especially placed with particularly trained teachers such as English teachers, science teachers and social studies teachers.
We also have some math teachers that have participated in a program called ESL Leadership and these teachers have specific training that gives them some ideas on how to work with English Language Learners. So a LEP testing student on this placement test, we will make sure that they are specifically placed and we evaluate their schedule based on this to make sure that they get the best possible services while they are at our school.
A lower-level student would be considered NEP or a Non-English Proficient and those can be misleading students. Sometimes the kids have really wonderful oral skills, but not such great reading or writing skills, because they have not had literacy at home in this English language. It may have been in another language but not in English. So NEP students typically have up to two or three classes with ESL teachers and then they are very strategically placed in a very controlled schedule to make sure that they will be successful and able to grasp our curriculum.
The CELA test is given in January of each school calendar year to all students who have tested NEP or LEP and it requires a pretty high score and a fairly fluent proficiency in both reading and writing skills and then following in speaking and listening skills. The overall test results will allow our students to exit our program and then we will monitor them for up to two years after they have exited and tested proficient in the English language.
This gives us a real leg-up rather than just being unsure or unclear about the language proficiency of our students. We can be very clear about each student's ability in the four modalities, which can vary, especially between language group, age group and formal schooling in a student's first language. We were able to monitor and help students effectively in speaking, reading, writing and listening in English.
Nathan Long, EdD
At our college I am going to use a specific example of our writing center. It is one of the first of its kind in the country in terms of its presence within a two-year nursing and health sciences college. And given this important distinction, we also had to determine how effective the actual program, the writing center itself, was in terms of improving student writing processes, faculty and student support and satisfaction with the services received, as well as overall academic achievement, if there were any correlations to writing center services, and how well students did in the classroom.
The people impacted by our Program Evaluation, what we call our constituents or stakeholders, were faculty, students and the community at large. I am just going to describe each of those groups for you briefly. Faculty members at our institution consisted of liberal arts and sciences as well as nursing program faculty. All were initially concerned about the quality of writing among students. Transferred students, new students coming into the college, all had a broad array of writing experiences and capabilities, but we were finding a deep concern with our transferred students who were struggling with finding and stating a thesis, building an argument, and writing satisfactory conclusions.
All students were and are considered stakeholders as well. The specific focus for our current Program Evaluation processes are the students who utilize the services are those who are stakeholders. Still, we also decided to look at those not using those services provided by the writing center as our stakeholders as well. Lastly, community members consisted of those who benefited from the services our graduates provided, and of course, the graduates themselves.
In the former category, community members would essentially comprise healthcare employers and other nonprofit healthcare groups. The later group consisted of graduates who are now employed by these employers or healthcare groups. My role and responsibility in Program Evaluation was as the supervisor of the writing center. I basically supervised the writing center staff, and my key role was and is to insure programmatic effectiveness in terms of the following criteria: improving student writing processes; faculty and student support and satisfaction with the services received needed to be high.
We had to show some correlation between writing center support and academic achievement. We also wanted to make sure expectations of faculty about writing and what services the writing center provided were fully aligned with their own individual expectations. An example of that is related to APA Style. One of the things that faculty felt a writing center should do, is to review every paper for APA anomalies or problems.
The writing center staff said, "No," that is not what we do. As you can tell just in that simple example, there is a misalignment of expectations. My supervisor, while interested in the outcome, was not really totally involved and is not involved in the programmatic evaluations that go on at the academic service level. What her interest level is, is how effective is the program and should we continue maintaining it based on cost, based on benefit to the students and other stakeholders involved.
Now, when we are talking about Program Evaluation at the collegiate level, especially when we are talking about this writing center entity that we are looking at, we had to look at various data in terms of what we collected, and how we analyzed it. So I am going to start with ticking off a list of particular data points that we collected and then how we analyzed those. Every student who enters our college takes an English placement exam, and those scores range from 1 to 15. In those English placement exam scores, we are able to categorize students by highly proficient, proficient, and not proficient.
Based on their score, they will either have to enroll in a full-out remediation course in English, which is a developmental English course. And in order to transfer credit or move into English 101, they have to successfully complete the developmental course. The next option or step in the EP scoring process is that the students who fall in the proficient category may still need some remediation related to their writing skills and process, but that may not entail enrolling in a developmental course. The writing center spearheads a tutorial program for those specific students in terms of how they are identified, what sort of work they need, and how they can support them in improving their writing processes.
The highly proficient group is simply identified, as their course credits will transfer or they will continue on into English 101. So that is our initial data, and we get all of that information about their basic writing abilities at the very start of their work here at the college. We also collected other basic quantitative data, how many students come to the writing center, how often, and for what purposes. We want to find out, are students who are utilizing the centers struggling in writing, how many are struggling in that area of writing, writing process, how often are they meeting with the writing counselor and improving their own writing processes, and what purposes are they specifically coming for? Are they coming at the end of a term to get specific help on a final paper, are they coming to just simply improve their own writing, and approaches to writing and communication?
Qualitative indicators of student satisfaction included such things as open ended questionnaires, as well as basic anecdotals. These anecdotals range from students talking about their satisfaction with the writing center staff, to faculty talking about how well the staff seems to serve the needs of the students related to writing processes, support, etcetera.
We also collected qualitative and quantitative survey feedback from faculty and staff, really looking at the quality of the program and the level of support provided to students. These surveys went out to all faculty and staff to try and find out: Is the writing center meeting the needs of the institution, is it meeting your understanding of the expectations of what a writing center does, what kinds of improvement are you seeing? That type of thing. So we got the data, and we analyzed that, we put it all together and discussed it as a collective.
Robert Wang, PhD
Primarily I am going to talk in terms of being a grant recipient and managing grants. Program evaluation is required. It is usually specified in fact in the RFP of these grants, as far as the type of program evaluation that is required. Factual impacts on these projects include both logistics and also dollars, as far as having—cannot make sure we have an adequate budget for program evaluation.
One of my primary responsibilities is to manage the evaluation team, but not get in the way of evaluation. In other words make sure there is a separation between evaluation and the rest of the project, but make sure that the logistics and everything is in place for the project or the evaluation team to be successful.
But to bring it up to the one critical issue that I see with program evaluation as far as these grants, and that is to make sure that you are hiring experienced evaluators, folks that really know evaluation. It is all those things that they do not teach you in evaluation or program evaluation courses such as, cultural sensitivity, things like that, which I really think you have to pretty much learn on the job, In other words, if you are planning and going into any type of project evaluation really, almost finding a mentor or doing some type of apprenticeship or internship with people that have a thorough understanding of project evaluation.
What do you identify as the most successful social welfare program in the United States? Why has it been successful? What strengths and weaknesses do you see in this program?
What do you identify as the most successful social welfare program in the United States ?
full instructions in document attached.
Discussion-domesticpolicy.docx
Discussion No. 7: Domestic Policy
What do you identify as the most successful social welfare program in the United States? Why has it been successful? What strengths and weaknesses do you see in this program? Be sure to provide both current and historical frameworks for justifying your claims. Are there any reforms you can think of which would improve the effectiveness of the policy? Remember to identify your sources. An in-text citation requires a parenthetical citation, for example: (Smith). Then, provide a formal citation at the end of your posting.
ANSWER ALL QUESTIONS.
AI & PLAGIARISM FREE
MLA
ALWAYS INCLUDE TEXBOOK TO SOURCES CITED AND THEN ADD OTHER CREDIBLE SOURCES, LINK BELOW.
https://openstax.org/details/books/american-government-3e (textbook)
Integumentary Function: K.B. is a 40-year-old white female with a 5-year history of psoriasis. She has scheduled an appointment with her dermatologist due to another relapse of psoriasis. This is her third flare-up since a definitive diagnosis was made. This outbreak of plaque psoriasis is generalized and involves large regions on the arms, legs, elbows, knees, abdomen, scalp, and groin. K.B. was diagnosed with limited plaque-type psoriasis at age 35 and initially responded well to topical treatment with high-potency corticosteroids. She has been in remission for 18 months. Until now, lesions have been confined to small regions on the elbows and lower legs. Case Study Questions Name the most common triggers for psoriasis and explain the different clinical types. There are several types of treatments for psoriasis, explain the different types and indicate which would be the most appropriate approach to treat this relapse episode for K.B. Also include non-pharmacological options and recommendations.
2 academic sources
APA format and citations
Integumentary Function: K.B. is a 40-year-old white female with a 5-year history of psoriasis. She has scheduled an appointment with her dermatologist due to another relapse of psoriasis. This is her third flare-up since a definitive diagnosis was made. This outbreak of plaque psoriasis is generalized and involves large regions on the arms, legs, elbows, knees, abdomen, scalp, and groin. K.B. was diagnosed with limited plaque-type psoriasis at age 35 and initially responded well to topical treatment with high-potency corticosteroids. She has been in remission for 18 months. Until now, lesions have been confined to small regions on the elbows and lower legs.
Case Study Questions
Name the most common triggers for psoriasis and explain the different clinical types.
There are several types of treatments for psoriasis, explain the different types and indicate which would be the most appropriate approach to treat this relapse episode for K.B. Also include non-pharmacological options and recommendations.
Included in question 2
A medication review and reconciliation are always important in all patient, describe and specify why in this particular case is important to know what medications the patient is taking?
What others manifestation could present a patient with Psoriasis?
Sensory Function: C.J. is a 27-year-old male who started to present crusty and yellowish discharged on his eyes 24 hours ago. At the beginning he thought that washing his eyes vigorously the discharge will go away but by the contrary increased producing a blurry vision specially in the morning. Once he clears his eyes of the sticky discharge her visual acuity was normal again. Also, he has been feeling throbbing pain on his left ear. His eyes became red today, so he decided to consult to get evaluated. On his physical assessment you found a yellowish discharge and bilateral conjunctival erythema. His throat and lungs are normal, his left ear canal is within normal limits, but the tympanic membrane is opaque, bulging and red.
Case Study Questions
Based on the clinical manifestations presented on the case above, which would be your eyes diagnosis for C.J. Please name why you get to this diagnosis and document your rational.
With no further information would you be able to name the probable etiology of the eye affection presented? Viral, bacterial, allergic, gonococcal, trachoma. Why and why not.
Based on your answer to the previous question regarding the etiology of the eye affection, which would be the best therapeutic approach to C.J problem.
You must complete both case studies.
Your initial post should be at least 500 words per case study, formatted and cited in current APA style with support from at least 2 academic sources.
For this journal entry please share your reflection on the most 'meaningful' topic covered – for you – this semester in PHI 2010. What module impacted your thinking? Why? How can you apply what you've learned in PHI 2010 in your daily life? What will you 'take with you' from your time in class this semester
For this journal entry please share your reflection on the most 'meaningful' topic covered – for you – this semester in PHI 2010. What module impacted your thinking? Why? How can you apply what you've learned in PHI 2010 in your daily life? What will you 'take with you' from your time in class this semester
Compare two evidence-based and developmentally appropriate theoretical approaches that would be suited for the case study. Select one of these theoretical approaches and explain why you chose it. Analyze risk and safety concerns and discuss how or if you would need to address these with your case study.
Part I: Create a child or adolescent case study. Include some basic demographic and environmental information. Include symptoms and behaviors that meet criteria for a disorder discussed in this course. Include the correct DSM diagnosis. (Case Study has been created).
Part II: Write a -word analysis about recommended treatment approaches for this case. Include the following in your analysis:
Compare two evidence-based and developmentally appropriate theoretical approaches that would be suited for the case study.
Select one of these theoretical approaches and explain why you chose it.
Analyze risk and safety concerns and discuss how or if you would need to address these with your case study.
Select and explain the assessment tools you would use to diagnose and/or track progress. If you chose not to use an assessment tool, provide the rationale for that choice.
Using the selected theoretical approach, identify two-three specific interventions strategies and what they entail.
Discuss any referrals for specialists for this case study? Discuss how these other services may play a role in treatment for your case study.
References:
A Systematic Review of the Effectiveness of Art Therapy Delivered in School-Based Settings to Children Aged 512 Years, by Moula, from International Journal of Art Therapy: Inscape (2020).
Functional Family Therapy: An Evidence-Based, Family-Focused, and Systemic Approach for Working With Adolescents and Their Families, by Sexton, in APA Handbook of Contemporary Family Psychology: Family Therapy and Training (2019).
Selecting and Integrating Trauma-Informed Assessment Tools for Children and Adolescents, by Kisiel, Fehrenbach, Conradi, & Weil, in Trauma-Informed Assessment With Children and Adolescents: Strategies to Support Clinicians (2021).
Motivational Interviewing-Enhanced Safety Planning for Adolescents at High Suicide Risk: A Pilot Randomized Controlled Trial, by Czyz, King, & Biermann, from Journal of Clinical Child & Adolescent Psychology (2019).
Effectiveness of Youth Psychotherapy Delivered Remotely: A Meta-Analysis, by Venturo-Conerly, Fitzpatrick, Horn, Ugueto, & Weisz, from American Psychologist (2022).
” Coaching Caregivers of Young Children with Autism Via Telepractice to Collect Assessment Data and Implement Interventions,” by Lee, Yoon, & Meadan, from Perspectives of the ASHA Special Interest Groups ?(2022).
Screening, Brief Intervention, and Referral to Treatment With Adolescents: Strategies, Opportunities, and Challenges,” by Schizer, Levy, & Weitzman, In Screening, Brief Intervention, and Referral to Treatment for Substance Use: A Practitioners Guide (2020).
Exploring the Impact of Child-Centered Play Therapy for Children Exhibiting Behavioral Problems: A Meta-Analysis, by Parker, Hunnicutt Hollenbaugh, & Kelly, from International Journal of Play Therapy (2021).
A Meta-Analysis of Sandplay Therapy Treatment Outcomes, by Wiersma, Freedle, McRoberts, & Solberg, from International Journal of Play Therapy (2022).
How does the use of technology impact the counseling relationship?What did you notice about the differences between the live and technology-based sessions?
• How does the use of technology impact the counseling relationship?What did you notice about the differences between the live and technology-based sessions?
• What did you notice about the differences between the live and technology-based sessions?
• Include references from professional literature regarding the impact of technology on the counseling profession and the counseling process.
• Cite specific ACA Code of Ethics sections related to the use of technology in counseling.
• How can you demonstrate cultural relevance and convey cultural humility verbally and non-verbally during counseling role play? • Include references from professional literature regarding the impact of cultural competence on the therapeutic relationship.
Enhance Your Emotional Intelligence (EI) In the article by Goleman in this week’s materials, Leadership That Gets Results, the six styles of leadership are explained. Think about your EI and how it guides your leadership style. Then discuss this topic by responding to the prompts below: Identify the leadership style you think is most appropriate for your business. What secondary style might be complementary? Which competencies do you want to improve to enhance your own EI?
Enhance Your Emotional Intelligence (EI)
In the article by Goleman in this week’s materials, Leadership That Gets Results, the six styles of leadership are explained. Think about your EI and how it guides your leadership style. Then discuss this topic by responding to the prompts below:
Identify the leadership style you think is most appropriate for your business.
What secondary style might be complementary?
Which competencies do you want to improve to enhance your own EI?
Support your answer with information from your DiSC assessment results.
Why is effective leadership so integral to career (and overall life) success?
Why is effective leadership so integral to career (and overall life) success? Be sure to share important “take-aways” from this week’s leader interview. Support response with at least one peer-reviewed journal article with properly formatted APA in-text citation and referenc
· Explain why a thorough psychiatric assessment of a child/adolescent is important. · Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent.
Assigmnnt1instrustions.docx
COMPREHENSIVE INTEGRATED PSYCHIATRIC ASSESSMENT
Based on the YMH Boston
Vignette 5 video, post answers to the following questions:
· What did the practitioner do well? In what areas can the practitioner improve?
· At this point in the clinical interview, do you have any compelling concerns? If so, what are they?
· What would be your
next question, and why?
Then, address the following. Your answers to these prompts do not have to be tailored to the patient in the YMH Boston video.
· Explain why a thorough psychiatric assessment of a child/adolescent is important.
· Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent.
· Describe two psychiatric treatment options for children and adolescents that may not be used when treating adults.
· Explain the role parents/guardians play in assessment.
Support your response with at
least four peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.
Media:
· YMH Boston. (2013, May 22).
Vignette 5 – Assessing for depression in a mental health appointmentLinks to an external site.
[Video]
. YouTube. https://www.youtube.com/watch?v=Gm3FLGxb2ZU
What was the outcome of your course reassessment? Has anything changed? What will you do differently?
What was the outcome of your course reassessment? Has anything changed? What will you do differently? Are there any suggestions for your colleagues?
Please leave a thank you note for all of your colleagues. The experiences and cultural exchange skills acquired will last a lifetime.
